Reader Submission

115 total results
The impact of COVID on teacher morale
The impact of COVID on teacher morale

‘There can be no more important time to reflect on teachers, their performance and their wellbeing than following the pandemic’s disruption to normal schooling.’ In today’s reader submission, Professor Jenny Gore says in addition to helping students, there must also be a focus on helping teachers recover.

Practical ways to support student engagement
Practical ways to support student engagement

How do schools successfully engage and retain students alongside promoting academic achievement? In today’s reader submission Margaret Gurney, Assistant Director-General, State Schools Operations at the Queensland Department of Education, shares research findings on practices common in high performing schools.

Q&A: Developing an evidence-based staff wellbeing program
Q&A: Developing an evidence-based staff wellbeing program

What would happen if you listened to your staff and students about what their reality is like, and then wrote a school-wide wellbeing framework and curriculum that responded specifically to their needs? At Indie School Elizabeth in South Australia, a targeted approach to addressing the complex wellbeing needs of students led to a brave reimagining of staff wellbeing strategies and processes.

Learning from lockdown – teacher wellbeing
Learning from lockdown – teacher wellbeing

The Knox School has been working with academics to research what teachers learned from the lockdown experience. In this final article of a three-part series, middle leader Melodie Matheson shares how teacher wellbeing became a transformative influence on her leadership.

Learning from lockdown – redefining school community collaboration
Learning from lockdown – redefining school community collaboration

The Knox School has worked with Monash University to research what teachers would like to take forward (and leave behind) from the remote learning experience. Three key areas of change were identified. This second article in a series focuses on school community collaboration.

Underachievement of gifted students – effective interventions
Underachievement of gifted students – effective interventions

In yesterday’s reader submission, Michelle Lucas looked at some of the misconceptions around gifted and high-achieving students. In this follow-up article she shares four interventions to address underachievement and meet the needs of gifted students.

Identifying gifted students – teacher misconceptions
Identifying gifted students – teacher misconceptions

‘The underachievement of gifted and high-achieving students is, in part, propagated by the dangerous myth that they will succeed regardless.’ In this reader submission, Gifted and Talented Coordinator Michelle Lucas looks at some of the misconceptions.

Teacher and leader motivation for school-university partnerships
Teacher and leader motivation for school-university partnerships

Researchers at the University of Wollongong in New South Wales have been working with teachers and school leaders around Australia to better understand what motivates them to be involved in school-university partnerships. Here they share some of their study findings.

Developing digital pedagogy skills and knowledge
Developing digital pedagogy skills and knowledge

You and your students may have access to lots of technology in your classroom, but are you making the most of it? The Digital Pedagogies Lighthouse Project at St Joseph’s Catholic Primary School has seen staff make the shift from using tech tools for productivity and presentations to embedding them in authentic mathematics learning.

Celebrating Indigenous cultures through STEM and virtual reality
Celebrating Indigenous cultures through STEM and virtual reality

At Tulliallan Primary School in Melbourne, teachers and students have been working with local Indigenous groups to create an immersive Acknowledgement of Country. STEM teacher Nick Pattison shares the story from different perspectives.